, Metacognition and Study Skills
Pupils often make poor choices when it comes to independent learning because they
don’t intuitively understand how to learn. In the classroom too, they typically misjudge
how well they understand new concepts, overestimate the accuracy of their own exam-
ples, and underestimate how much they forget. This book reveals how a metacognitive
approach to teaching can help overcome these challenges and support pupils in their
learning. This approach can help them in developing the skills to become successful, self-
regulated learners.
Drawing on key research from cognitive science, this book explores how metacogni-
tion works in practice and argues that it is a complex skill best developed over months and
years at school. It provides a blueprint for ‘learning to learn’ alongside ‘quick wins’ that
teachers can implement straight away. Chapters cover:
● The metacognitive processes that underpin effective learning
● Myths about learning, and how pupils’ memory really works
● Quick-to-apply classroom strategies for before, during, and after tasks
● Different independent study techniques and how to embed them
● Developing a culture of metacognition
Full of practical strategies and case studies, this is essential reading for all teachers who
want to help their pupils become successful learners in school as well as independent
learners for their exam revision and beyond.
Jonathan Firth is a teacher, author, and researcher. Having taught psychology at second-
ary school level for many years, he now works at the University of Strathclyde, Glasgow,
leading lectures and seminars on undergraduate and postgraduate courses, carrying out
research, and supervising students.
,
, Metacognition and
Study Skills
A Guide for Teachers
Jonathan Firth
Pupils often make poor choices when it comes to independent learning because they
don’t intuitively understand how to learn. In the classroom too, they typically misjudge
how well they understand new concepts, overestimate the accuracy of their own exam-
ples, and underestimate how much they forget. This book reveals how a metacognitive
approach to teaching can help overcome these challenges and support pupils in their
learning. This approach can help them in developing the skills to become successful, self-
regulated learners.
Drawing on key research from cognitive science, this book explores how metacogni-
tion works in practice and argues that it is a complex skill best developed over months and
years at school. It provides a blueprint for ‘learning to learn’ alongside ‘quick wins’ that
teachers can implement straight away. Chapters cover:
● The metacognitive processes that underpin effective learning
● Myths about learning, and how pupils’ memory really works
● Quick-to-apply classroom strategies for before, during, and after tasks
● Different independent study techniques and how to embed them
● Developing a culture of metacognition
Full of practical strategies and case studies, this is essential reading for all teachers who
want to help their pupils become successful learners in school as well as independent
learners for their exam revision and beyond.
Jonathan Firth is a teacher, author, and researcher. Having taught psychology at second-
ary school level for many years, he now works at the University of Strathclyde, Glasgow,
leading lectures and seminars on undergraduate and postgraduate courses, carrying out
research, and supervising students.
,
, Metacognition and
Study Skills
A Guide for Teachers
Jonathan Firth
